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Growth Mindset as a Protective Factor for Middle Schoolers at Academic Risk

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Bibliographic Details
Title: Growth Mindset as a Protective Factor for Middle Schoolers at Academic Risk
Language: English
Authors: Jessica Wise Younger (ORCID 0000-0002-4440-9081), Zoe D'Esposito, Irene S. Geng, Stephanie L. Haft, Project iLEAD Consortium, Melina R. Uncapher
Source: Social Psychology of Education: An International Journal. 2024 27(3):1283-1304.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1540854
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 6
Intermediate Grades
Grade 8
Descriptors: Self Efficacy, Beliefs, Middle School Students, At Risk Students, Grade 6, Grade 8, Predictor Variables, Student Attitudes, Academic Achievement, Student Experience, Student Diversity, School Districts, Context Effect
Geographic Terms: California
DOI: 10.1007/s11218-023-09863-2
ISSN: 1381-2890
1573-1928
Abstract: Growth mindset has been shown to predict academic achievement in a variety of student populations, though the strength of the relationship can vary depending on the characteristics of the students examined. Using a large-scale sample of middle school students from a diverse district in the United States, we examine how multiple facets of students' experiences and background characteristics may interact to impact the relation between mindset and academic achievement. We consider whether the risk factors of socioeconomic status (including a student's daily experience of that status) and recent school transition interacted with mindset in predicting academic achievement. We show that mindset is most predictive of academic achievement in students with two academic risk factors. These results highlight the importance of context when considering how mindset might be used to improve academic achievement for students at the greatest academic risk.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432249
Database: ERIC
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Abstract:Growth mindset has been shown to predict academic achievement in a variety of student populations, though the strength of the relationship can vary depending on the characteristics of the students examined. Using a large-scale sample of middle school students from a diverse district in the United States, we examine how multiple facets of students' experiences and background characteristics may interact to impact the relation between mindset and academic achievement. We consider whether the risk factors of socioeconomic status (including a student's daily experience of that status) and recent school transition interacted with mindset in predicting academic achievement. We show that mindset is most predictive of academic achievement in students with two academic risk factors. These results highlight the importance of context when considering how mindset might be used to improve academic achievement for students at the greatest academic risk.
ISSN:1381-2890
1573-1928
DOI:10.1007/s11218-023-09863-2